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I   Daily  Lesso  i  Plan  Book 


Vocational  Instructors 


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Daily  Lesson  Plan  Book 


FOR 


Vocational  Instructors 


By 
OSCAR  H.  LIPPS 

Chief  Supervisor  of  United  States  Indian  Schools, 

formerly  Superintendent  of  the  Carlisle 

Indian  Industrial  Training  School. 


THE  BRUCE  PUBLISHING  COMPANY 

MILWAUKEE,    WISCONSIN 


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Copyright  1919 
The  Bruce  Publishing  Company 


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FOREWORD 


THE  vocational  teacher  and  the  vocational  school,  as  we  now  know  and 
regard  them,  are  twentieth  century  products.  The  old  cultural  idea  of 
education  was  that  it  should  exempt  one  from  all  form  of  manual  labor 
and  enable  its  possessor  to  live  without  such  work.  The  new  idea  of  educa- 
cation  is  that  it  should  give  one  greater  capacity  for  work  because  it  should 
make  him  more  intelligent  and  therefore  a  more  efficient  and  industrious 
worker — should  enable  its  possessor  to  practice  culture  and  the  arts  of  life. 

Not  many  years  ago  the  term  "culture",  as  applied  to  education,  was 
associated  only  with  the  fine  arts  and  with  the  classics — the  fair  humanities; 
No  one  thought  of  training  in  home  economics,  the  manual  arts,  and  applied 
agriculture  as  contributing  to  the  cultural  side  of  life.  These  subjects  were 
considered  beneath  the  dignity  of  the  old-time  college  professor. 

But  the  times  have  changed.  We  are  now  beginning  to  realize  that  the 
true  expression  of  culture  consists  in  applying  art  as  well  as  in  appreciating  it. 
And  so  the  vocational  teacher  has  invaded  the  schools  and  is  teaching  our 
boys  and  girls  to  make  beautiful  and  useful  things  with  their  hands ;  to  study 
and  understand  the  practical  applications  of  the  laws  of  nature :  our  girls  to 
apply  and  appreciate  art  in  the  cooking  and  serving  of  a  meal,  in  the  design- 
ing and  making  of  a  garment,  and  in  the  furnishing  and  decorating  of  homes ; 
our  boys  in  designing  and  making  artistic  and  useful  tools  and  furniture,  in 
building  convenient,  comfortable  and  sanitary  houses,  or,  peradventure,  it 
may  be  in  making  two  ears  of  corn  grow  where  only  one  grew  before.  In 
other  words,  our  best  schools  are  now  in  part  at  least  vocational  in  their  aim, 
teaching  art  not  so  much  for  art's  sake  as  for  life's  sake,  and  giving  to  the 
youth  of  the  country  real  culture  where  formerly  the  schools  gave  only  some- 
thing they  called  culture.  We  now  regard  as  the  greatest  benefactor  of  the 
human  race,  not  the  one  who  bears  our  burdens  and  does  our  work  for  us,  but 
rather  the  one  who  teaches  us  to  bear  our  own  burdens  and  to  do  our  fair 
share  of  the  world's  work.  The  vocational  teacher,  if  he  be  a  real  teacher, 
holds  in  his  hand  the  opportunity  of  performing  a  great  national  service — of 
making  himself  or  herself  a  real  benefactor,  not  only  of  this  generation  but  of 
the  generations  yet  to  come. 

For  a  long  time  industrial  instructors,  or  vocational  teachers,  were  re- 
garded merely  as  artisans  or  craftsmen  in  many  schools,  both  by  themselves 
and  by  their  associates.  The  boys  and  girls  they  instructed  were  looked  upon 
chiefly  as  "helpers"  rather  than  as  pupils  to  be  taught.  The  true  relationship 
of  teacher  and  pupil  frequently  did  not  exist. 

In  recent  years  a  sincere  attempt  has  been  made  to  change  this  concep- 
tion and  to  impress  upon  vocational  instructors  in  our  schools  that  they  too 
are  teachers;  that  the  instructor  in  carpentry  or  in  cooking  for  example,  is 
just  as  truly  a  teacher  as  is  the  instructor  in  English  or  in  history;  that  in 
many  respects  the  vocational  instructor,  by  the  very  nature  of  his  work, 
comes  into  closer  touch  and  freer  relationship  with  his  pupils  than  does  the 
schoolroom  teacher.  For  this  reason  the  vocational  instructor  is  charged 
with  even  greater  responsibility  in  the  matter  of  setting  proper  examples,  in- 
culcating habits  of  industry,  honesty  and  correct  speech,  than  is  the  academic 
teacher. 


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Also,  since  the  instructors  in  the  vocational  subjects  are  teachers  and 
since  they  must  conduct  regular  classes,  assign  lessons,  grade  and  promote 
pupils,  it  becomes  necessary  that  they  not  only  deport  themselves  as  teachers, 
but  that  they  understand  something  of  the  teaching  process.  They  must 
acquaint  themselves  with  the  literature  of  their  subject  and  in  addition 
should  know  how  to  plan  their  lessons.  No  carpenter  would  think  of  con- 
structing even  so  simple  a  structure  as  a  chicken-house  without  first  making 
a  plan.  Then  he  would  assemble  his  materials  and  tools.  He  would  do  these 
things  before  he  began  work.  So  in  teaching  the  subject  of  carpentry,  for 
example,  the  instructor  must  first  plan  his  lessons,  then  he  must  assemble  and 
arrange  his  materials  to  be  used  as  objects  or  illustrations.  And  he  should 
do  this  beforehand.  He  should  plan  his  lessons  at  least  a  week  in  advance. 
Unless  he  does  this  he  is  likely  to  fumble,  hesitate,  and  waste  time  when  he 
comes  before  his  class.  If  this  same  carpenter  were  acting  as  foreman  of  a 
construction  crew,  he  would  so  plan  his  work  in  advance  that  when  the  hour 
came  to  begin  work,  he  could  assign  each  man  to  the  particular  job  he  was 
best  fitted  to  do  without  hesitation  or  loss  of  time.  The  same  general  prin- 
ciple is  true  in  all  lines  of  work,  teaching  among  the  rest. 

It  is  plain  then  that  to  be  a  successful  teacher  in  any  subject,  vocational 
as  well  as  academic,  daily  preparation  for  each  lesson  is  essential.  "The 
vital  breath  of  the  teacher  is  professional  research  and  study."  He  must 
study  how  to  improve  his  methods  and  be  on  the  alert  for  new  ideas  and 
new  materials  for  making  his  work  more  interesting  and  valuable  to  his! 
pupils  and  more  satisfactory  to  himself.  The  latest  and  best  books  published 
on  vocational  subjects  are  available  for  all  instructors  who  will  take  the  pains 
to  get  and  use  them.  There  is  no  reason  why  all  vocational  teachers  should 
not  find  interesting  and  valuable  books  in  most  of  the  school  libraries  to  aid 
them  in  the  preparation  of  their  lessons. 


INSTRUCTIONS  AND  SUGGESTIONS 


The  best  teachers  never  reach  the  point  where  preparation  for  the  day's 
work  is  unnecessary. — George  Drayton  Strayer. 

This  daily  lesson  plan  book  has  been  prepared  as  a  guide  and  aid  to  voca- 
tional teachers  in  their  instruction  work.  Keep  it  on  your  desk  and  use  it 
daily.  Before  going  to  your  workroom,  shop  or  classroom  on  Monday  morn- 
ings be  sure  that  lesson  plans  have  been  prepared  for  the  week's  work  day 
by  day. 

Careful,  systematic  planning  helps  to  make  your  teaching  job  easier 
and  more  effective  as  it  prevents  haphazard  work  and  waste  of  time- 
It  is  important  that  you  should  know  exactly  what  you  are  going  to  do,  and  | 
how  you  are  going  to  do  it,  before  you  begin  the  day's  work.  The  result  of  f 
your  teaching  will  depend  largely  on  the  care  and  thoroughness  with  which  | 
you  plan  your  work.  A  well-planned  lesson  is  one  so  simple  that  it  can  be  | 
accomplished  and  at  the  same  time  so  interesting  that  it  awakens  enthusiasm.  I 

The  suggestive  or  sample  lesson  plans  shown  in  the  forepart  of  this  | 

book  are  simply  for  the  guidance  of  teachers  in  making  their  own  plans.    By  | 

examining  them  you  will  observe  that  the  plan  for  each  subject  is  divided  | 

into  three  heads:   First,  Lesson  Assignment;  second.  Aim;  and  third,  Plan.  | 

Lesson  Assignment. — Great  care  should  be  taken  in  making  lesson  and  | 

project  assignments.     The  assignment  should  be  so  definite  and  clear  that  I 

every  pupil  will  know  exactly  what  is  expected  of  him.     Be  sure  that  your  i 

assignments  are  reasonable  and  attainable.  I 


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Aim. — Anything  worth  teaching  at  all  must  have  a  definite  aim  if  results 
worthwhile  are  to  be  accomplished.  The  object  of  teaching  any  subject  is  to 
realize  that  aim.  Teachers  should  see  that  each  lesson  has  some  definite  aim 
to  be  attained.    It  should  be  specified  and  clearly  defined. 

Plan. — No  builder  ever  begins  a  structure  without  a  definite  plan  care- 
fully worked  out.  He  knows  just  what  he  is  going  to  do  and  how  he  is' 
going  to  do  it  before  he  begins  work.  So  vocational  teachers  in  our  schools, 
who  are  builders  of  character  and  trainers  of  artisans,  farmers  and  home- 
makers,  should  plan  definitely  their  work  and  strive  faithfully  to  follow  the 
plan  and  thus  serve  as  skilled  directors  of  the  learner's  activity. 

The  Device  Side  of  the  Lesson  Plan. 

When  the  subject  matter  of  the  lesson  has  been  fully  determined  and 
arranged  in  proper  order,  the  teacher  should  then  turn  to  the  device  side  of 
the  plan.  The  importance  of  selecting  and  arranging  the  illustrations,  objects 
and  apparatus  should  by  no  means  be  overlooked.  This  is  of  highest  import- 
ance. Select  and  arrange  your  illustrative  materials  beforehand  and  be  pre- 
pared to  make  the  lesson  interesting  and  instructive,  and  to  lead  the  learner 
step  by  step  to  accomplish  the  aim  of  the  lesson. 


THE  COURSE  OF  STUDY 


It  is  of  the  highest  importance  that  vocational  instructors,  as  well  as 
academic  teachers  be  familiar  with  and  have  a  clear  understanding  of  the  pur- 
pose and  the  educational  function  of  the  prescribed  course  of  study.  The  fol- 
lowing definitions  and  opinions  of  noted  educators  may  help  to  make  this 
clear : 

A  course  of  study  is  a  means  to  an  end;  from  the  course  of  study  the 
teacher  selects  that  material  immediately  needed  for  the  advancement  of 
personal,  mental  and  moral  power.  An  effective  course  of  study  must  be 
adapted  to  circumstances. — Francis  W.  Parker. 

A  course  of  study  has  two  main  purposes:  to  preserve  the  unity  of  the 
school  system,  and  to  serve  as  a  guide  to  the  individual  teacher.  For  both 
these  ends  it  should  be  mandatory  and  prescriptive  as  to  fundamentals,  but 
broad,  free,  suggestive,  and  stimulating  as  to  details  and  methods. 

A  cast  iron  course  of  study  is  as  destructive  of  teachers  as  the  shoes  worn 
by  Chinese  ladies  are  to  their  feet. 

The  educational  function  jaf  a  course  of  study  is  to  serve  as  a  guide  to 
the  teacher  in  his  daily  work. — Charles  B.  Gilbert. 

The  aim  and  purpose  of  a  course  of  study  is  to  act  as  a  cohesive  force 
for  unifying  an  extensive  school  system  and  to  serve  as  a  guide  to  the  acade- 
mic and  vocational  teachers  in  their  work.  It  should  be  adapted  to  meet  the 
local  conditions  of  the  particular  school  as  respects  the  arrangement  of 
classes,  daily  programs,  and  the  seasonal  periods  for  giving  instruction  in 
such  of  the  subjects  as  may  require  this  consideration. 

Teachers  and  instructors  should  study  and  use  the  prescribed  course  of 
study  with  its  aim  and  purpose  constantly  in  mind. 

Washington,  D.  C.  OSCAR  H.  LIPPS. 

August  1,  1919. 


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PUTTING  OVER  THE  INSTRUCTION  JOB 


The  Job  of  the  Instructor. — Whenever  a  man  has  the  job  of  putting  over  | 

what  he  knows  to  somebody  else,  whether  he  thinks  so  or  not,  he  is  an  in-  | 

structor.    His  job  is  to  instruct,  or,  to  use  the  more  common  word,  he  is  a  | 

teacher  and  his  job  is  to  teach.    Men  who  give  shop  instruction  rarely  think  | 

of  themselves  as  teachers.    They  seldom  realize  that  they  have  the  same  sort  I 

of  a  job  as  any  other  teacher,  but  such  is  the  fact.    *    *    *    *    Whatever  he  | 

may  be  called,  a  man  who  has  an  instructing  job  is  an  instructor.    *    *    *    *  | 

Experience  has  shown  again  and  again  that  the  only  man  who  is  worth  | 

selecting  for  a  prospective  instructor  is  a  thorough  master  of  his  job.  I 

Ability  to  "Put  It  Over." — It  is  commonly  assumed  that  if  a  man  can  do  | 

a  good  job  himself  he  can  teach  a  learner  how  to  do  it.    This  is  not  the  case,  | 

however.    Many  men  who  can  do  a  first  class  job  cannot  teach  anybody  else  | 

how  to  do  that  job.    The  two  qualities  do  not  necessarily  go  together.    It  is  | 

.  true  that  the  better  a  man  is  on  his  job  the  better  instructor  he  will  make,  I 

provided  he  can  teach.    Some  men  seem  to  be  natural  teachers,  but  such  men  | 

are  rare.  | 

Some  Common  Difficulties. — Among  the  more  common  difficulties  which  | 

the  untrained  mechanical  instructor  encounters  are:    First,  inability  to  take  | 

account  of  stock  as  to  what  he  knows ;  that  is,  he  knows  it,  but  he  has  never  | 

tested  it  out.     He  cannot  analyze  his  trade.     Second,  when  he  has  put  over  | 

more  than  one  job  he  does  not  know  how  to  arrange  the  different  jobs  so  that  i 

each  job  (lesson)  that  the  learner  masters  makes  the  mastery  of  the  next  | 

job  (lesson)  easier.    He  does  not  know  how  to  arrange  his  jobs  (lessons)  in  | 

an  effective  instructional  order.    Third,  he  is  often  unable  to  distinguish  be-  I 

tween  what  must  be  taught  as  jobs  and  what  should  be  given  to  the  learner  I 

in  the  form  of  information.    Fourth,  he  does  not  know  how  to  plan  so  that  it  | 

will  be  given  to  the  learner  at  the  time  that  he  must  apply  it  on  the  job  for  | 

the  first  time.    Fifth,  he  does  not  know  how  to  teach  or  put  over  any  given  I 

job  rapidly,  effectively  and  thoroughly.     Sixth,  he  does  not  know  how  to  | 

handle  learners  under  instructional  conditions  though  he  may  know  how  to  | 

handle  them  under  production  conditions.  | 

Relation  of  Instructor  to  Learner. — An  important  difference  between  the  I 

trained  instructor  and  the  untrained  instructor  is  that,  in  many  cases,  the  | 

latter  takes  a  wrong  point  of  view  as  to  whether  he  is  to  drive  his  men  or  to  | 

direct  his  men.    Does  he  furnish  the  power  or  does  he  direct  the  power?    The  | 

instructor  will  succeed  in  proportion  as  he  gets  his  men  so  that  they  furnish  |  ( 

the  "power"  and  he  directs  it.     *     *     *     *     *  | 

It  may  therefore  be  stated  in  general  that  the  instructor  will  succeed  in  | 

proportion  as  he  stimulates  his  men  (pupils)  to  want  to  learn  and  then  directs  | 

their  activities  in  learning.     He  must  direct  the  way  in  which  the  "power"  | 

works,  but  must  not  furnish  the  "power"  himself.  | 

For  stimulating  his  learners  he  uses  an  appeal  to  what  is  called  interest  | 

i                   and  then  directs  the  activities  of  his  men  towards  the  accomplishment  of  the  | 

I                   special  ends  for  which  they  are  placed  in  his  charge.    His  first  problem,  there-  | 

i                   fore,  is  to  thoroughly  understand  what  things  will  arouse  and  sustain  inter-  | 

iest,  that  is,  he  must  be  familiar  with  interest  factors.     *******  | 

Undoubtedly  the  most  effective  method  of  maintaining  interest  is  good  in-  | 
struction.    Failure  on  the  part  of  the  instructor  to  carefully  plan  his  lessons, 
to  lay  out  his  work  progressively,  to  select  the  best  methods  of  instructing 


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for  the  different  jobs  that  are  to  be  put  over,  probably  accounts  for  more 
difficulty  in  handling  the  group  under  instruction  than  any  one  factor. 

—From  The  Instructor:  The  Man  and  The  Job,  By  Charles  R.  Allen, 
Superintendent  of  Instructor  Training,  U.  S.  S.  B.  Emergency  Fleet  Corpora- 
tion. 


HOW  TO  MASTER  EFFICIENCY 


SUCCESS  is  a  habit  of  doing  everything  right  from  the  very  start.  When 
we  analyze  a  great  man  we  generally  find  his  greatness  a  matter  more 
of  method  than  of  man.    Your  secret  of  power  is  ten  per  cent  what  you 
do— ninety  per  cent  how  you  do  it. 

The  majority  of  men  have  acquired  the  fatal  habit  of  studying  or  doing 
a  thing  wrong.  You  can  be  fairly  sure  that  a  method  old  enough  to  be  inher- 
ited is  old  enough  to  be  worn  out.  The  science  of  Personal  Efficiency  may 
be  put  in  seven  words:  Find  the  right  method  and  follow  it.  The  right 
method  has  to  be  found — it  does  not  just  happen. 

You  must  know  the  principle  of  a  method  before  you  can  make  intelli- 
gent use  of  it.  A  right  method  of  thinking  and  study  precedes  the  right 
method  of  work. 

A  wrong  start  is  responsible  for  most  of  the  failures  in  life.  Thousands 
of  college  graduates  in  the  big  cities  of  the  United  States  are  holding  poor 
jobs  at  starvation  wages,  or  depending  upon  charity  for  support.  Hundreds 
of  thousands  of  workmen  stay  at  the  bottom  of  the  ladder,  drudging  out  lives 
of  poverty  and  misery.  To  climb  to  the  top  you  have  to  make  a  ladder  out 
of  new  methods.    It  is  mostly  a  question  of  right  or  wrong  start. 

Focus  on  one  course  of  study  exclusively.  Do  not  confuse  your  mind 
with  extraneous  fads  and  experiments.    Concentrate. 

Be  patient  and  persistent.  You  are  setting  out  to  achieve  tremendously 
great  things ;  to  arrive  at  the  top  of  your  profession ;  to  double  or  treble  your 
power  and  influence ;  to  plan  out,  then  work  out  a  finer  destiny  for  yourself. 
All  this  takes  time  and  study  and  work.  Don't  look  for  immediate  sensa- 
tional results.  Persevere.  You  are  building  for  life.  You  can  afford  to  be 
calm,  to  smile  at  impatience.  Anyone  looking  for  easy  and  quick  results 
should  remember  that  the  easiest  and  quickest  thing  on  earth  is  failure. — 
Edward  Earle  Purinton,  Efficiency  Expert. 


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SOME  HIGH  LIGHTS  FOR  TEACHERS 


The  most  important  factor  in  any 
school,  or  system  of  education,  is  the 
teacher  who  directs  its  daily  operations. 
—Edwin  G.  Hewett. 

It  is  not  sufficient  that  instructors  be 
completely  skillful  in  those  sciences 
which  they  profess  and  teach;  but  they 
should  have  skill  also  in  the  art  or 
method  of  teaching,  and  patience  in  the 
practice  of  it. — Isaac  Watts. 

Instruction  must  begiij  with  actual  in- 
spection not  with  verbal  description  of 
things.  From  such  inspection  it  is  that 
certain  knowledge  comes.  What  is  actu- 
ally seen  remains  more  fixed  in  the  mem- 
ory than  description  or  enumeration  a 
hundred  times  as  often  repeated. — 
Comenius. 

There  was  an  old  type  of  education 
that  made  of  every  man  it  touched  the 
scholar  and  gentleman.  Too  often  our 
newer  type  of  school  training  makes  only 
the  scholar  and  omits  the  gentleman.  It 
is  a  blend  of  the  two  at  which  the  truly 
artistic  teacher  aims. — Dr.  Henry  Suz- 
zallo. 

It  is  generally  agreed  to-day  that  a 
successful  teacher  in  a  vocational  field 
must  be  primarily  equipped  as  a  practical 
workman.  To  this  equipment  of  habit, 
skill  and  knowledge,  it  is  highly  desir- 
able that  he  should  add  as  much  peda- 
gogic ability  and  general  culture  as  pos- 
sible.— David  Snedden. 

The  teacher's  happiness  and  profes- 
sional improvement  both  require  that  he 
should  have  an  educational  creed  as  an 
intellectual  and  moral  support.  In  edu- 
cation, as  in  religion  and  politics,  a  firm 
belief  in  certain  first  principles  is  neces- 
sary in  order  to  give  stability  to  charac- 
ter and  to  make  continuous  growth  pos- 
sible!—W.  H.  Payne. 

The  elementary  principles  of  pedago- 
gics are  easily  within  the  comprehens  on 
of  anyone  otherwise  qualified  to  teach  the 
common  branches.  With  the  unsolved 
problems  of  psychology  the  school 
teacher  is  not  concerned.  But  to  teach 
any  subject  properly  requires  some 
knowledge  of  the  laws  which  govern  the 
growth  of  mind. — J.  N.  Patrick,  Elements 
of  Pedagogics. 

The  business  of  every  teacher  is  to 
encourage  and  enthuse  every  pupil  he 
teaches.    He  is  an  artist,  and  the  picture 


he  paints  should  awaken  the  ambition  of 
each  child,  stir  his  soul  with  desire  to  be, 
and  inspire  him  with  confidence  that  he 
can  be.  And  if  the  teacher  is  keenly 
alive,  a  lover  of  the  world,  feels  the  re- 
sponse of  its  great  heart,  his  task  is  per- 
fectly possible. — Margaret  Slattery. 

Chief  of  all,  teaching,  like  virtue,  is 
its  own  reward.  Just  as  the  physician 
frequently  gives  his  most  devoted  serv- 
ice when  he  has  lost  all  thought  of  his 
fee,  just  as  the  clergyman  best  ministers 
to  the  souls  of  his  people  when  he  has 
forgotten  the  size  of  his  stipend,  so  does 
the  teacher  best  serve  the  pupils  before 
him  when  his  service  is  unrelated  in  his 
mind  to  his  salary  check. — Arthur  C. 
Perry,  Jr. 

If  it  is  essential  that  the  teacher  ap- 
proach her  work  with  a  clear  view  of  the 
ends  which  it  is  desirable  for  her  to 
achieve,  it  is  quite  as  necessary  that  she 
be  conscious  of  the  factors  which  condi- 
tion the  teaching  process.  The  school, 
with  its  limitations  and  its  advantages, 
the  community  and  home  life  of  the 
child,  and,  above  all  else,  the  child  him- 
self, his  instincts,  impulses,  and  abilities 
must  be  the  subject  of  most  careful 
study. — George  Drayton  Strayer. 

As  a  motive  for  every  teacher  to  study 
carefully  the  art  of  teaching  well  at  the 
recitation,  it  should  be  borne  in  mind 
that  then  and  there  he  comes  before  his 
pupils  in  a  peculiar  and  prominent  man- 
ner; it  is  there  his  mind  comes  specially 
in  contact  with  theirs,  and  there  that  he 
lays  in  them,  for  good  or  for  evil,  the 
foundations  of  their  mental  habits.  It  is 
at  the  recitation  in  a  peculiar  manner 
that  he  makes  his  mark  upon  their 
minds;  and  as  the  seal  upon  the  wax,  so 
his  mental  character  upon  theirs  leaves 
its  impress  behind. — David  P.  Page. 

Teachers  direct  too  much;  they  ex- 
plain too  much.  They,  themselves  re- 
cite too  much;  they  talk  too  much.  There 
is  far  too  much  of  this  kind  of  expres- 
sion; yet  the  children  do  not  see,  nei- 
ther do  they  hear.  The  consistent,  quiet 
though  forceful  teacher  who  has  grace 
enough  to  keep  himself  in  the  back- 
ground, through  his  realization  that  the 
school  is  the  child's  great  chance,  will 
find  opportunity  on  every  hand  to  bring 
the  child  face  to  face  with  real  things, 
to  stimulate  in  them  heretofore  un- 
thought-of  activities. — Elmer  Burritt 
Bryan. 


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SAMPLE  LESSON  PLANS 


SUBJECT:   HOUSE-KEEPING 
Lesson  Assignment  :  The  Bedroom. 

Aim  :   To  teach  proper  method  of  caring  for  sleeping  room. 

Plan;    (a)  Make  up  a  bed  in  the  proper  way  before  the  class,  showing  points  for 
particular  care.    (Use  doll  bed  for  illustration.)    - 

(b)  Ventilation;  why  necessary  and  how  secured.    Illustrate. 

(c)  Care  of  floor,  closet,  bureau,  and  washstand. 


References:   ''The  Home  and  Its  Management. "—Kittredge.  pp  54-56. 
''Household  Science  and  Art." — Morris. 

"Handbook  of  Domestic  Science   and  Household  Arts."— Richards   & 
Wilson. 


SUBJECT:    SEWING 
Lesson  Assignment  :  Terms  used  in  sewing;  materials  and  equipment. 
Aim  :    To  secure  familiarity  with  terms  used  in  sewing,  and  with  equipment. 
Plan:    (a)  Have  on  blackboard  names  of  terms.  Drill  in  pronunciation. 

(b)  Drill  in  use  of  tape  measure. 

(c)  Explain  use  and  care  of  scissors,  needles,  thread,  thimbles,  etc. 


References :    ' '  Clothing  and  Health. ' ' — Kinne  and  Cooley.  pp  85-91. 

"Home  and  School  Sewing. "—Frances  Patton.  pp  14-19. 


SAMPLE  LESSON  PLANS 


SUBJECT:   COOKING 
Lesson  Assignment  :  The  Kitchen. 

Aim:    To  teach  familiarity  with  the  kitchen  and  tools  for  work. 
Plan  :    (a)  Discuss  reasons  for  having  a  room  set  apart  for  cooking. 

(b)  Kitchen  habits:  cleanliness  of  hands,  nails  and  hair;  cleanliness  of  uten- 

sils; proper  dress;  accuracy;  orderliness ;  speed. 

(c)  Equipment:   table  cupboards,  stores;  sink,  towels,  and  utensils;  their  use 

and  care. 

(d)  Study  of  the  stove;  firebox,  oven,  draft,  etc. 

Kef  erences :   ' '  The  Home  and  Its  Management. ' ' — Kittredge.  pp  14-36. 
''Kitchen  and  Dining  Room  Work." — WUlard. 


SUBJECT:  COOKING 
Lesson  Assignment  :  Dishwashing. 
Aim:   To  teach  best  method  of  collecting,  sorting,  ivashing,  sterilizing,  and  putting 

away  dishes. 
Plan:    (a)  Sorting  and  collecting  dishes. 

(b)  Preparing  materials  for  the  process  of  washing. 

(c)  Order  of  washing;  method  for  each  kind  of  utensil. 

(d)  Washing  and  drying  towels  and  dishcloths. 

(e)  Putting  away  dishes  and  other  materials;  cleaning  sink  and  floor;  dis- 

posal of  garbage;  care  of  garbage  can. 
References :   ' '  The  Home  and  Its  Management. ' ' — Kittredge.  pp  23-25. 


SAMPLE  LESSON  PLANS 


SUBJECT:   LAUNDERING 
Lesson  Assignment  :  Preparation  of  materials  for  actual  laundry  work. 
Aim  :  To  teach  proper  methods  of  sorting  clothes  and  getting  utensils  ready  for  work. 
Plan:    (a)  Sort  clothing  and  give  reasons  in  each  instance. 

(b)  Demonstrate  methods  of  soaking  clothes. 

(c)  Explain  value  of  soaking  white  clothes. 

(d)  Assemble  and  arrange  utensils  and  materials. 


References:   ''The  Home  and  Its  Management." — Kittredge.  pp  89-109. 

''Clothing  and  Health." — Kinne  and  Cooley.  pp  85-191. 

' '  Laundry  Work. ' ' — Sheppard. 

"Laundry  Work  in  Theory  and  Practice." — Marsh. 
"Elementary  Laundry  Work." — Calder  and  Mann. 


SUBJECT:   POULTRY  RAISING 
Lesson  Assignment  :   Various  breeds  of  chickens. 
Aim:    To  give  the  class  a  clear  understanding  of  the  reasons  for  raising  certain 

breeds  of  chickens  for  certain  purposes,  rather  than  others. 
Plan:    (a)  Have  pictures,  colored  if  possible,  showing  the  various  breeds. 

(b)  Put  upon  the  blackboard  names  and  main  characteristics  of  each. 

(c)  Require  recitation  on  the  preceding. 


References:    "Farm  Poultry." — Watson. 
'  *  Poultry  Keeping. ' ' — Lewis. 

"Principles  and  Practice  of  Poultry  Culture." — Robinson. 
*  *  Poultry  Production. ' ' — Lippincott. 


SAMPLE  LESSON  PLANS 


SUBJECT:    FARM  BLACKSMITHING 
Lesson  Assignment  :  Shop  equipment  and  cost. 
Aim  :  To  teach  name  and  use  of  tools. 
_JPlan:    (a)  Assemble  tools. 

(b)  Teach  names  of  tools,  and  how  to  distinguish. 

(c)  Uses,  cost,  and  care  of  tools. 

(d)  Place  on  wall  a  chart  giving  names  and  approximate  local  cost  of  each. 
(e)  Compare  good  tools  with  poor  tools.     Which  is  cheaper  to  buy?    Why? 

(f)  Ask  questions  to  test  pupils*  knowledge  of  different  tools. 

References:    ''Farm  Blacksmithing. " — Drew. 

' '  Practical  Blacksmithing. ' ' — Holstrom. 

"Blacksmith  Shop  Equipment." — I.  C.  S.  Instruction  Paper  No.  1686. 
"Forge  Work." — Ilgen.    "Practical  P^orging. " — Googerty. 
_" Exercises  in  Forge  Shop  Practice." — Buffalo  Forge  Co. 


SUBJECT :   FARM  ENGINEERING 
Lesson  Assignment  :    The  gasoline  engine. 
Aim;   To  teach  pupils  the  principles  of  the  gas  engine. 

Plan;    (a)  Place  before  the  class  a  diagram  of  engine.    Name  and  locate  the  parts 
and  name  use  of  each. 

(b)  Teach  pupils  to  pronounce  and  spell  these  words. 

(c)  Take  pupils  to  where  they  can  see  and  examine  engine  and  have  them 

name  and  locate  the  different  parts. 

(d)  Ask  questions  to  test  pupils'  knowledge. 
References :    Catalogs  of  Standard  makes  of  gas  engines. 

"Farm  Machinery  and  Farm  Motors." — Davidson  and  Chase. 
' '  Gas  Engines  for  the  Farm. ' ' — Hirshf eld  and  Ulbricht. 


SAMPLE  LESSON  PLANS 


SUBJECT:   FAEM  PAINTING 
Lesson  Assignment  :    (a)  Tools,  their  names,  uses  and  cost. 
Aim  :   To  give  pupils  a  working  knowledge  of  the  necessary  tools. 
Plan:   (a)  Assemble  tools  on  table  or  bench. 

(b)  Teach  names  and  uses  of  each. 

(c)  Cost  of  each  and  where  to  be  obtained  or  how  made. 

(d)  Test  pupils'  knowledge  through  questions. 

(e)  Post  price  list  of  tools. 


References:   ** Practical  Painting." — Heath  &  Campbell. 

' '  Handbook  on  Painting. ' ' — National  Lead  Co. 
** Painting  and  Decorating." — Int.  Cor.  School. 


SUBJECT :  FARM  MASONRY 
Lesson  Assignment  :  Necessary  tools  and  Equipment. 
Aim  :  To  teach  pupils  names  and  uses  of  tools. 
Plan:    (a)  Assemble  tools. 

(b)  Teach  names,  uses,  and  cost  of  each. 

(c)  Tell  ivhere  each  may  be  obtained. 

(d)  Which  are  to  be  home-made. 

(e)  Test  pupils'  knowledge  through  questions. 

(f )  Post  price  list  of  tools. 

References:    ''Farm  Shop  Work." — Brace  &  Mayne. 

''Concrete  in  the  Country." — ^American  Portland  Cement  Mfg.  Co. 
"Concrete  Construction  About  the  Home  and  on  the  Farm." —  Atlas 
Portland  Cement  Co. 


SAMPLE  LESSON  PLANS 


SUBJECT :   SHOE  AND  HARNESS  EEPAIEING 
Lesson  Assignment  :  Tools  and  materials. 
Aim:  To  familiarize  pupils  with  the  necessary  equipment. 
Plan:    (a)  Assemble  tools  and  materials. 

(b)  Teach  name  and  use  of  each. 

(c)  Give  approximate  cost  of  each. 

(d)  Name  the  parts  of  a  shoe. 

(e)  Test  pupils'  knowledge  through  questions. 

(f )  Post  price  list  of  tools  and  repair  materials. 
References:   ''Manual  of  Shoemaking." — Dooley.  pp  1  and  162. 

Catalogs  of  Shoe  and  Harness  Makers'  Tools. 


SUBJECT:    FARMING 

Lesson  Assignment  :  The  "Rag  Doll"  Seed  Tester. 

Aim:    To  teach  how  to  make  germination  test  of  seed  corn  ivith  "Rag  Doll"  tester. 

Pi^n:   (a)  Provide  materials — 20  ears  seed  corn,  piece  of  ivhite  muslin  about  20  x  30 
inches,  warm  water  and  bucket. 

(b)  Mark  cloth  into  20  squares  3  inches  each  wag.    Moisten  cloth  and  spread 

it  down  flat,  then  place  6  kernels  from  each  ear  of  corn  in  each  square. 
Number  the  squares  and  ears  to  correspond.  Place  numbered  ears  in 
safe  place  until  test  is  completed. 

(c)  Roll  cloth  up  just  tight  enough  to  keep  seeds  from  slipping,  then  set  one 

end  of  roll  in  warm  water  (115  to  120  degrees)  an  inch  deep.  Keep 
bucket  containing  seeds  covered  and  wrapped  with  paper  in  a  warm 
place  until  seeds  germinate.  Make  records  as  follows,  writing  in 
squares. 


Row  A 

1 

2 

3 

4 

5 

G 

7 

8 

9 

10 

Row  B 

References:  "One  Hundred  Exercises  in  Agriculture" — Gehrs  &  James. 


SAMPLE  LESSON  PLANS 


SUBJECT:   FARMING 

Lesson  Assignment  :  The  horse. 

Aim  :    To  teach  appreciation,  care,  and  use  of  the  horse. 

Plan:    (a)  Show  pictures  of  different  breeds  of  horses. 

(b)  Brief  history  of  each  breed, 

(c)  Identification  of  each  breed. 

(d)  Types  of  horses — draft,  roadster,  coach,  etc.,  and  pictures  of  each  type. 

(e)  Teach  names  of  parts  of  horse. 

(f)  Test  pupils'  knowledge  through  questions. 

References :    *  ^  School  Agriculture. ' ' — Wood,  pp  194. 
''The  Horse."— Roberts,  pp  194. 

"Types  and  Breeds  of  Farm  Animals." — Plumb,  pp  1. 
Breeders'  Gazette,  Agricultural  Department  Bulletins,  etc. 

SUBJECT:   DAIRYING 
Lesson  Assignment  :  The  dairy  cow. 

Aim  :    To  teach  recognition,  value,  use  and  care  of  the  cow. 
Plan:    (a)  Show  pictures  of  different  breeds  of  cows. 

(b)  Types  and  distinguishing  characteristics. 

(c)  Temperament,  milk  organs,  size,  shape,  etc. 

(d)  Identification  of  different  breeds  of  dairy  cows. 

(e)  Test  pupils'  knowledge  through  questions. 

References :    ' '  School  Agriculture. ' ' — Wood,  p  159. 

•  ''Types  and  Breeds  of  Farm  Animals. " — Plumb,  p  243. 
"Animal  Husbandry." — Harper,  p  105. 
Hoard's  Dairyman,  Agricultural  Department  Bulletins,  etc. 


SAMPLE  LESSON  PLANS 


SUBJECT:   GARDENING 
Lesson  Assignment:  Selection  of  site,  size,  and  fall  preparation  for  a  garden. 
Aim  :   To  teach  the  value  of  a  good  location  and  the  necessity  for  fall  preparation. 
Plan:    (a)  Get  pictures  in  color  showing  vegetables,  berries,  etc.,  to  be  grown  in  a 
garden. 

(b)  When  to  plan  a  garden. 

(c)  Select  a  sunny  slope  with  rich  friable  land  near  the  house. 

(d)  Size  depends  on  family,  market. 

(e)  Fall  preparation:   cleaning,  manuring,  cover  crops,  plowing. 

References :   ' '  School  and  Home  Garden. ' ' — Meir.  p  197. 

"Vegetable  Gardening. "—Watts.  Chapters  I,  II,  III,  V,  VI,  VII. 
''Agriculture."— Call  and  Kent.  Chapter  XXXIII. 
Various  Seed  Catalogs,  etc. 

SUBJECT:   FARM  CARPENTRY 

Lesson  Assignment  :  Necessary  tools  for  a  farmer. 

Aim  :   To  teach  names  and  care  of  tools  other  than  farm  implements. 

Plan:    (a)  Place  tools  on  table.    Have  pupils  handle  them. 

(b)  Name  and  distinguish  each  from  another. 

(c)  Post  list  of  tools  with  commercial  price  at  which  they  can  be  obtained 

locally. 

(d)  In  shop,  teach  there  is  a  proper  place  for  each  tool. 

(e)  Uses  for  each  tool  and  its  proper  care. 

(f)  Test  knowledge  through  questions. 
References:    ''Exercises  in  Woodworking." — Sickles. 

"Farm  Shop  Work." — Brace  &  Mayne. 

"Elements  of  Woodwork  and  Construction." — King. 

"Agricultural  Woodworking"  and  "Farm  Woodwork." — Roehl. 


DAILY  LESSON  PLANS 


Date^ 


19..... 


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DAILY  LESSON  PLANS 

Date 19. 


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Date 19. 


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AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 

Daie.„ 19.. 


SUBJECT: 


LESSON  ASSIGNMENT:  *  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 


Date. 


.19. 


SUBJECT: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 

Date 19.. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 

Date 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN : 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 

Date 19.. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


SUBJECT: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


DAILY  LESSON  PLANS 


Date. 


.19. 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 


Date^ 


.19 


SUBJECT: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 


Date. 


.19. 


SUBJECT: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


SUBJECT: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


DAILY  LESSON  PLANS 


Date.. 


.19. 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 


Date 19. 


SUBJECT: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN : 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 

Date... 19.. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


SUBJECT: 


DAILY  LESSON  PLANS 


Date. 


.19. 


LESSON  ASSIGNMENT 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 

Date^ „.19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 


Date 19. 


SUBJECT: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 


Date.. 


.19. 


SUBJECT: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 


Date 19. 


SUBJECT: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


SUBJECT: 


DAILY  LESSON  PLANS 


Date.. 


.19. 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 


Date 19. 


SUBJECT: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 

Date..^. 19.. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


IlEFERENCES: 


LESSON  ASSIGNMENT:  •  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


SUBJECT: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


DAILY  LESSON  PLANS 


Date 19. 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 

Date. 19.... 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 


Date 19. 


SUBJECT: 


LESSON  ASSIGNMENT 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 

Date^.. 19.. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 


Date 19. 


SUBJECT: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 

Date..^ 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 

Date 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 

Date^ ._ 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 

Date 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  "  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 

Date 19.. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 


Date.. 


.19. 


SUBJECT: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 

Date. 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 

Date 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 


Date^^ 


.19. 


SUBJECT: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


ilEFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 


Date. 


.19 


SUBJECT: 

LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 

Date . 19 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 

Date 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 


Date. 


.19. 


SUBJECT: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 


Date.. 


.19- 


SUBJECT: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 

Date 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES:  / 


DAILY  LESSON  PLANS 

Date 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 

Date „ 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 

Date 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 

Date..... 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 

Date. 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 

Date _ „ 19 

SUBJECT;  :       i 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 

Date. 19. 

SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 

Date 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFEILENCES: 


DAILY  LESSON  PLANS 

Date. 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM  : 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 


Date. 


.19. 


SUBJECT: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 

Date _ 19- 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 

Date 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 


Date. 


SUBJECT: 


.19. 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 

Date „ 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


SUBJECT: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


DAILY  LESSON  PLANS 


Date.. 


.19. 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


1 


SUBJECT: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


DAILY  LESSON  PLANS 


Date. 


.19. 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


SUBJECT: 


DAILY  LESSON  PLANS 


Date.. 


.19. 


LESSON  ASSIGNMENT: 

AIM  : 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 


Date. 


.19. 


SUBJECT: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 

Date 19.. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 

Date 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 

Date.... 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 

Date „ 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


SUBJECT: 


DAILY  LESSON  PLANS 


Date.. 


.19. 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 


SUBJECT: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


Date.. 


.19. 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 

Date 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 

Date 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 

Date. 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 


SUBJECT: 


Date. 


.19. 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 


Date. 


.19. 


SUBJECT: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 


SUBJECT: 


Date. 


.19. 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 

Date. - 19. 


SUBJECT: 


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AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM:  ^ 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 


Date. 


.19. 


SUBJECT: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 

Date. 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM : 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


SUBJECT: 


DAILY  LESSON  PLANS 


Date.. 


.19. 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


SUBJECT: 


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AIM: 

PLAN: 


DAILY  LESSON  PLANS 


Date.. 


.19. 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 


Date. 


SUBJECT: 


.19. 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 

Date. 19. 


SUBJECT: 


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AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


DAILY  LESSON  PLANS 

Date 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


SUBJECT: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


DAILY  LESSON  PLANS 


Date.. 


.19. 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 

Date 19. 


SUBJECT: 


LESSON  ASSIGNMENT:  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


LESSON  ASSIGNMENT:   '  LESSON  NO. 

AIM: 

PLAN: 


REFERENCES: 


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Date 19. 


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REFERENCES: 


DAILY  LESSON  PLANS 


Date. 


.19. 


SUBJECT: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


LESSON  ASSIGNMENT: 

AIM: 

PLAN: 


LESSON  NO. 


REFERENCES: 


DAILY  LESSON  PLANS 

Date 19. 

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iiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiiiiiiiiiiiHiiiiiiiiiiHiiiiiiiuiiiiiiuiiiiiiiuuiiMiiiiiiiiiiiiiiiiiiiiiimiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiniiiiini 


Observation  is  the  absolute  basis  of 
knowledge.  The  first  object,  then,  in 
education  must  be  to  lead  a  child  to  ob- 
serve with  accuracy;  the  second,  to  ex- 
press with  correctness  the  result  of  ob- 
servations.— Pestalozzi. 

The  teacher  should  be  well  versed  in 
human  nature.  He  should  know  the 
power  of  conscience  and  the  means  of 
reaching  it.  He  should  himself  have 
deep  principles.  His  examples  in  every- 
thing before  the  school  should  be  pure, 
flowing  out  from  the  purity  of  his  soul. 
He  should  ever  manifest  the  tenderest 
regard  for  the  law  of  right  and  of  love. 
He  should  never  violate  his  own  sense 
of  justice,  nor  outrage  that  of  his  pupils. 
Such  a  man  teaches  by  his  example.  He 
is  a  "living  epistle,  known  and  read  of 
all."  He  teaches  while  he  goes  in  and 
out  before  the  school  as  words  can  never 
teach. — David  P.  Page. 

Unless  the  teacher  takes  care  to  fur- 
nish his  own  mind,  he  will  soon  find  his 
present  stock  of  knowledge,  however 
liberal  that  may  be,  fading  from  his 
memory  and  becoming  unavailable.  To 
prevent  this,  and  to  keep  along  -  with 
every  improvement,  he  should  regularly 
pursue  a  course  of  study.  I  say  regular- 
ly; for  in  order  to  accomplish  anything 


really  desirable,  he  must  do  something 
every  day.  By  strict  system  in  all  his 
arrangements,  he  may  find  time  to  do  it; 
and  whenever  I  am  told  by  a  teacher 
that  he  cannot  find  time  to  study,  I  al- 
ways infer  that  there  is  a  want  of  order 
in  his  arrangements,  or  a  want  of  punc- 
tuality in  the  observance  of  that  order. — 
David  P.  Page. 

Permanent  and  uniform  success  in 
teaching  must  come  through  the  use  of 
those  methods  which  are  in  accordance 
with  the  principles  of  education,  there- 
fore an  intelligent  understanding  of  those 
principles  is  necessary  to  the  securing 
of  desired  results.  From  these  state- 
ments the  importance  of  attention  to 
the  science  of  education — of  knowing 
what  are  the  several  powers  of  the  mind, 
and  the  means  for  their  development  and 
proper  cultivation — become  readily  ap- 
parent. By  a  careful  study  of  this  de- 
partment of  education,  teachers  may  as- 
certain whether  or  not  the  means  which 
they  are  using  will  accomplish  the  end 
in  view  in  the  acquisition  of  knowledge 
and  the  proper  training  of  mental  power. 
Indeed,  it  is  the  duty  of  every  teacher 
to  know  how  to  do  this  work,  and  to 
know  why  he  does  it  in  one  way  rather 
than  in  another. — N.  A.  Calkins. 


MHiiMiiiiiiiiiiiiiituiiiniiiiiiHiiiiiiiniiiiiiiiiiniiiiuiiiuiuiwiiiiiiiiiiiiiiiiiiiuiiiiuiuiiiuiiuiiiiuiiiiiiiiiiiUiiiiiiuiiiiiiiiiiuiiiHiimiiiuu 


TEACHER'S  NOTES 


X 


TEACHER'S  NOTES 


TEACHER'S  NOTES 


TEACHER'S  NOTES 


TEACHER'S  NOTES 


^ 


TEACHER'S  NOTES 


TEACHER'S  NOTES 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
STAMPED  BELOW 

AN  INITIAL  FINE  OF  25  CENTS 

OVERDUE. 


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UNIVERSITY  OF  CALIFORNIA  UBRARY 


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